Comparison of general education system, teacher training system and biology teacher training programs in Turkey and Poland

This thesis aims to conduct a comparative analysis of biology teacher education programs in Turkey and Poland. The study utilized document analysis method, drawing upon national regulations, university curricula, teacher qualification standards, and academic literature from both countries. The findings reveal a multi-layered comparison ranging from admission procedures and course content to teaching internships and pedagogical approaches. In Turkey, teacher candidates are selected through centralized national exams, and programs emphasize theoretical instruction. In contrast, Poland employs more individualized selection processes and practice-oriented curricula. The study also compares aspects such as technological integration, in-service professional development, academic qualifications of teaching staff, and post-graduation employment pathways. The study concludes that both systems possess strengths and areas for improvement. While Turkey needs to expand practice-based training, Poland should reinforce its quality assurance mechanisms. This research contributes to comparative education literature and provides recommendations for enhancing biology teacher education policies. Keywords: Biology education, teacher training, comparative education,